From wikipedia ("placing on stage") is an expression used to describe the design aspects of a film production, which essentially means "visual theme" or "telling a story"—both in visually artful ways through storyboarding, cinematography and stage design, and in poetically artful ways through direction. It is also commonly used to refer to multiple single scenes within the film to represent the film. Mise-en-scène has been called film criticism's "grand undefined term"
Production: Writing-Filming-Filming- Writing... and repeat.
The test of a first-rate intelligence is the ability to hold two opposed ideas in mind at the same time and still retain the ability to function. - F. Scott Fitzgerald
Perhaps it sounds ridiculous, but the best thing that young filmmakers should do is to get hold of a camera and some film and make a movie of any kind at all. - Stanley Kubrick
Stanley-Kubrick_Film-Icon_HD_768x432-16x9.jpg
As for Fitzgerald, I think you all have the intelligence for this task. And as for Kubrick, well it doesn't sound ridiculous. After all, Kubrick was one of the greatest film makers of all time. So let's take his advice.
This is what I am asking you to do now, make a movie and write a screenplay at the same time. (In a way, that's kind of what happens on many films anyway, just not to this extent.) Your screenplays for SWAN must be submitted before Nov 8. The hope is that by making and writing your movie for the next month, you will have a very good idea of what is working and what isn't. You will have a "practice" movie so the screenplay should benefit from actually being made.
You will have to improvise, adapt, experiment and letting ideas develop as your working, as Kubrick said. You will write many drafts of your screenplay, get feedback from me, change them, shoot your movie, make changes to your screenplay, see what is working and what is not, shoot again, write again, and repeat.
You will "get hold of a camera and make a movie of any kind at all." Your screenplay can be as simple as a setting and a situation at this point. Or a problem with some idea for it's solution. Or if a solution isn't there yet, just a setting. A situation. Any situation. Any idea. Just begin.
How are we going to do this? Three principles:
Teamwork
Continuous Improvement
Practice
The Production Portfolio
.
Internal assessment
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Production portfolio One completed film project with an associated trailer and written documentation encompassing and connecting both: no more than 1,750 words. (50 marks)
Length of the film project: 6–7 minutes (including titles)
Length of the trailer: 40–60 seconds
Length of individual rationale for the film: no more than 100 words; length of individual rationale for the trailer: no more than 100 words
Group work: The film project may be undertaken as a group project, but all accompanying documentation must be individually produced. While students at SL and HL may work together in a production group, they cannot present the same edit of their film projects for internal assessment due to the different assessment requirements.
50%
Internal assessment details—HL (First Production Portfolio DUE MONDAY NOVEMBER 9th)
Differences: Written documentation: 1200 words Length of film project: 3-7 minutes (including titles) Length of trailer: 20 seconds Rationale: Same for film, no rationale for trailer
Production portfolio (All the Documents that go with your movie)
Weighting: 50%
At HL, film projects must be no longer than seven minutes and no shorter than six minutes, including titles. The associated trailer must be 40–60 seconds in length. It is important to note that each HL student must produce their own trailer, working alone and not in collaboration with others, even if they have worked with others in the production of the film. Documentation Each film project must be accompanied by: - an individual rationale of no more than 100 words for the film and an individual rationale for the trailer of no more than 100 words - an individual written commentary no more than 1,750 words; the written commentary should be based on the student’s personal production journal - the student declaration form must be signed and attached to the student’s work; the appropriate form can be found in the Handbook of procedures for the Diploma Programme. The rationales are required so that the moderator will know the intentions of the project.
Internal assessment criteria—HL . A. Planning and research 10% This criterion is concerned with the documentation of the production process as a whole, from preliminary planning, pre-production, production and principal photography, through to post-production, including the planning and research required for the production of the film trailer. Marks Level descriptor 1-2 The work does not reach a standard described by the descriptors below. There is little or no planning for and research into production processes for the film itself and the trailer. Little documentation of the relevant development stages is displayed. 3–4 There is some planning for and research into production processes for the film itself and the trailer. Some documentation of the relevant development stages is displayed, but this documentation is likely to be incomplete, either lacking sufficient detail in parts or omitting stages in the process. 5–6 There is adequate planning for and research into production processes for the film itself and the trailer. Documentation of the relevant development stages is satisfactory. 7–8 There is good planning for and research into the production processes for the film itself and the trailer. Documentation of the relevant development stages is mostly thorough. 9–10 There is excellent planning for and research into the production processes for the film itself and the trailer. Documentation of the relevant development stages is comprehensive. Planning of production and documentation has all been clearly integrated with the production of the individual film trailer.
B Reflection and evaluation 10% This criterion is concerned with artistic and logistical analysis of the relevant production processes and the evaluation in the individual student’s written commentary on the project as a whole, including the roles of the student and others (where appropriate). Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 There is a limited artistic and logistical analysis of the relevant production processes, with little critical evaluation of the project as a whole and of the individual film trailer. 3–4 There is some artistic and logistical analysis of the relevant production processes, with some critical evaluation of the project as a whole and of the individual film trailer. 5–6 There is a satisfactory artistic and logistical analysis of the relevant production processes, with satisfactory critical evaluation of the project as a whole. There is satisfactory analysis of the different artistic and logistical processes required for the production of the trailer. 7–8 There is an effective artistic and logistical analysis of the relevant production processes, with good critical evaluation of the project as a whole. There is also an effective analysis of the different artistic and logistical processes required for the production of the trailer. 9–10 There is a highly effective artistic and logistical analysis of the relevant production processes, with excellent critical evaluation of the project as a whole. There is also a highly effective awareness and analysis of the different artistic and logistical processes required for the production of the trailer.
C Professional and technical skills 10% This criterion is concerned with professional and technical skills (including organizational skills) that may be demonstrated during the production processes or in the finished product itself. Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 The student demonstrates little or no ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes limited use of available resources and technology. Little use is made of available resources and technology in the construction of the individual film trailer. 3–4 The student demonstrates some ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes some use of available resources and technology. Some use is made of available resources and technology in the construction of the individual film trailer. 5–6 The student demonstrates satisfactory ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes competent use of available resources and technology. There is also satisfactory use made of available resources and technology in the construction of the individual film trailer. 7–8 The student demonstrates good ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes effective use of available resources and technology. There is also effective use of available resources and technology in the construction of the individual film trailer. 9–10 The student demonstrates excellent ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes highly effective use of available resources and technology. There is also excellent use of available resources and technology in the construction of the individual film trailer.
D Effective use of film language 10% This criterion is concerned with evidence of the student’s effective use of film language, as seen in the finished product. Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 The student demonstrates little or no ability to communicate effectively in film language both in the film itself and in the individual film trailer. 3–4 The student demonstrates some ability to communicate effectively in film language both in the film itself and in the individual film trailer. 5–6 The student demonstrates a satisfactory ability to communicate effectively in film language both in the film itself and in the individual film trailer. 7–8 The student demonstrates a good ability to communicate effectively in film language both in the film itself and in the individual film trailer. 9–10 The student demonstrates an excellent ability to communicate effectively in film language both in the film itself and in the individual film trailer.
E Originality and creativity 10% This criterion is concerned with originality and creativity in the film-making process (referred to as “creative intelligence” in the level descriptors below). This may be demonstrated by freshness of approach, by intelligent work that goes either with or against the conventions of the genre, or by problem solving. Another key indicator is the level of audience engagement with the work. This criterion is intended to provide a holistic assessment of each student’s contribution to the finished film and of the trailer that they have made as an individual. Marks Level descriptor 0 The work does not reach a standard described by the descriptors below. 1–2 There is little or no evidence of creative intelligence in the film-making process and little or no awareness of the appropriate generic characteristics of a film trailer. The film production and trailer are of limited interest to audiences. 3–4 There is some evidence of creative intelligence in some aspects of the film-making process and some awareness of the appropriate generic characteristics of a trailer. The film production and trailer are of some interest to audiences. 5–6 There is adequate evidence of creative intelligence in most aspects of the film-making process and an adequate awareness and implementation of the appropriate generic characteristics of a film trailer. The production and trailer engage audience interest satisfactorily. 7–8 There is good evidence of creative intelligence in all aspects of the film-making process and a clear awareness of, and effective implementation of, the appropriate generic characteristics of a film trailer. The film production and trailer engage audience interest well. 9–10 There is excellent evidence of creative intelligence in all aspects of the film-making process, and there is excellent awareness of, and imaginative use of, the generic characteristics of a film trailer. The film production and trailer engage audience interest with great success.
Production
Essential Understanding: Teamwork is essential to creating any sort of film.Elements of actual film production to be discussed in class with students populating the page
https://www.youtube.com/watch?v=j1pgjGZ7H3Y
KEEP DOING IT- Ira Glass
https://www.youtube.com/watch?v=PbC4gqZGPSY
=
=
Mis en scène
From wikipedia("placing on stage") is an expression used to describe the design aspects of a film production, which essentially means "visual theme" or "telling a story"—both in visually artful ways through
storyboarding,
cinematography
and stage design,
and in poetically artful ways
through direction.
It is also commonly used to refer to multiple single scenes within the film to represent the film.
Mise-en-scène has been called film criticism's "grand undefined term"
Lighting
Available lightSound
Directing
Props
Why props matter:https://vimeo.com/143619334
Teamwork
Know your role but be awareProduction: Writing-Filming-Filming- Writing... and repeat.
The test of a first-rate intelligence is the ability to hold two opposed ideas in mind at the same time and still retain the ability to function. - F. Scott FitzgeraldPerhaps it sounds ridiculous, but the best thing that young filmmakers should do is to get hold of a camera and some film and make a movie of any kind at all. - Stanley Kubrick
As for Fitzgerald, I think you all have the intelligence for this task. And as for Kubrick, well it doesn't sound ridiculous. After all, Kubrick was one of the greatest film makers of all time. So let's take his advice.
This is what I am asking you to do now, make a movie and write a screenplay at the same time. (In a way, that's kind of what happens on many films anyway, just not to this extent.) Your screenplays for SWAN must be submitted before Nov 8. The hope is that by making and writing your movie for the next month, you will have a very good idea of what is working and what isn't. You will have a "practice" movie so the screenplay should benefit from actually being made.
You will have to improvise, adapt, experiment and letting ideas develop as your working, as Kubrick said. You will write many drafts of your screenplay, get feedback from me, change them, shoot your movie, make changes to your screenplay, see what is working and what is not, shoot again, write again, and repeat.
You will "get hold of a camera and make a movie of any kind at all." Your screenplay can be as simple as a setting and a situation at this point. Or a problem with some idea for it's solution. Or if a solution isn't there yet, just a setting. A situation. Any situation. Any idea. Just begin.
How are we going to do this? Three principles:
The Production Portfolio
.Internal assessment
This component is internally assessed by the teacher and externally moderated by the IB
at the end of the course.
Production portfolio
One completed film project with an associated trailer and written documentation
encompassing and connecting both: no more than 1,750 words. (50 marks)
Length of the film project: 6–7 minutes (including titles)
Length of the trailer: 40–60 seconds
Length of individual rationale for the film: no more than 100 words; length of individual
rationale for the trailer: no more than 100 words
Group work: The film project may be undertaken as a group project, but all
accompanying documentation must be individually produced. While students at SL and
HL may work together in a production group, they cannot present the same edit of their
film projects for internal assessment due to the different assessment requirements.
50%
Internal assessment details—HL (First Production Portfolio DUE MONDAY NOVEMBER 9th)
Differences:Written documentation: 1200 words
Length of film project: 3-7 minutes (including titles)
Length of trailer: 20 seconds
Rationale: Same for film, no rationale for trailer
Production portfolio (All the Documents that go with your movie)
Weighting: 50%
At HL, film projects must be no longer than seven minutes and no shorter than six minutes, including titles. The associated trailer must be 40–60 seconds in length.It is important to note that each HL student must produce their own trailer, working alone and not in collaboration with others, even if they have worked with others in the production of the film.
Documentation
Each film project must be accompanied by:
- an individual rationale of no more than 100 words for the film and an individual rationale for the trailer of no more than 100 words
- an individual written commentary no more than 1,750 words; the written commentary should be based on the student’s personal production journal
- the student declaration form must be signed and attached to the student’s work; the appropriate form can be found in the Handbook of procedures for the Diploma Programme. The rationales are required so that the moderator will know the intentions of the project.
Internal assessment criteria—HL
.
A. Planning and research 10%
This criterion is concerned with the documentation of the production process as a whole, from preliminary planning, pre-production, production and principal photography, through to post-production, including the planning and research required for the production of the film trailer.
Marks
Level descriptor
1-2 The work does not reach a standard described by the descriptors below.
There is little or no planning for and research into production processes for the film itself and the trailer. Little documentation of the relevant development stages is displayed.
3–4 There is some planning for and research into production processes for the film itself and the trailer. Some documentation of the relevant development stages is displayed, but this documentation is likely to be incomplete, either lacking sufficient detail in parts or omitting stages in the process.
5–6 There is adequate planning for and research into production processes for the film itself and the trailer. Documentation of the relevant development stages is satisfactory.
7–8 There is good planning for and research into the production processes for the film itself and the trailer. Documentation of the relevant development stages is mostly thorough.
9–10 There is excellent planning for and research into the production processes for the film itself and the trailer. Documentation of the relevant development stages is comprehensive. Planning of production and documentation has all been clearly integrated with the production of the individual film trailer.
B Reflection and evaluation 10%
This criterion is concerned with artistic and logistical analysis of the relevant production processes and the evaluation in the individual student’s written commentary on the project as a whole, including the roles of the student and others (where appropriate).
Marks
Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 There is a limited artistic and logistical analysis of the relevant production processes, with little critical evaluation of the project as a whole and of the individual film trailer.
3–4 There is some artistic and logistical analysis of the relevant production processes, with some critical evaluation of the project as a whole and of the individual film trailer.
5–6 There is a satisfactory artistic and logistical analysis of the relevant production processes, with satisfactory critical evaluation of the project as a whole. There is satisfactory analysis of the different artistic and logistical processes required for the production of the trailer.
7–8 There is an effective artistic and logistical analysis of the relevant production processes, with good critical evaluation of the project as a whole. There is also an effective analysis of the different artistic and logistical processes required for the production of the trailer.
9–10 There is a highly effective artistic and logistical analysis of the relevant production processes, with excellent critical evaluation of the project as a whole. There is also a highly effective awareness and analysis of the different artistic and logistical processes required for the production of the trailer.
C Professional and technical skills 10%
This criterion is concerned with professional and technical skills (including organizational skills) that may be demonstrated during the production processes or in the finished product itself.
Marks
Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 The student demonstrates little or no ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes limited use of available resources and technology. Little use is made of available resources and technology in the construction of the individual film trailer.
3–4 The student demonstrates some ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes some use of available resources and technology. Some use is made of available resources and technology in the construction of the individual film trailer.
5–6 The student demonstrates satisfactory ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes competent use of available resources and technology. There is also satisfactory use made of available resources and technology in the construction of the individual film trailer.
7–8 The student demonstrates good ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes effective use of available resources and technology. There is also effective use of available resources and technology in the construction of the individual film trailer.
9–10 The student demonstrates excellent ability in the professional and technical skills (including organizational skills) necessary for one principal production role, and makes highly effective use of available resources and technology. There is also excellent use of available resources and technology in the construction of the individual film trailer.
D Effective use of film language 10%
This criterion is concerned with evidence of the student’s effective use of film language, as seen in the finished product.
Marks
Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 The student demonstrates little or no ability to communicate effectively in film language both in the film itself and in the individual film trailer.
3–4 The student demonstrates some ability to communicate effectively in film language both in the film itself and in the individual film trailer.
5–6 The student demonstrates a satisfactory ability to communicate effectively in film language both in the film itself and in the individual film trailer.
7–8 The student demonstrates a good ability to communicate effectively in film language both in the film itself and in the individual film trailer.
9–10 The student demonstrates an excellent ability to communicate effectively in film language both in the film itself and in the individual film trailer.
E Originality and creativity 10%
This criterion is concerned with originality and creativity in the film-making process (referred to as “creative intelligence” in the level descriptors below). This may be demonstrated by freshness of approach, by intelligent work that goes either with or against the conventions of the genre, or by problem solving. Another key indicator is the level of audience engagement with the work.
This criterion is intended to provide a holistic assessment of each student’s contribution to the finished film and of the trailer that they have made as an individual.
Marks
Level descriptor
0 The work does not reach a standard described by the descriptors below.
1–2 There is little or no evidence of creative intelligence in the film-making process and little or no awareness of the appropriate generic characteristics of a film trailer. The film production and trailer are of limited interest to audiences.
3–4 There is some evidence of creative intelligence in some aspects of the film-making process and some awareness of the appropriate generic characteristics of a trailer. The film production and trailer are of some interest to audiences.
5–6 There is adequate evidence of creative intelligence in most aspects of the film-making process and an adequate awareness and implementation of the appropriate generic characteristics of a film trailer. The production and trailer engage audience interest satisfactorily.
7–8 There is good evidence of creative intelligence in all aspects of the film-making process and a clear awareness of, and effective implementation of, the appropriate generic characteristics of a film trailer. The film production and trailer engage audience interest well.
9–10 There is excellent evidence of creative intelligence in all aspects of the film-making process, and there is excellent awareness of, and imaginative use of, the generic characteristics of a film trailer. The film production and trailer engage audience interest with great success.